the minnesota frontline supervisor competencies … · 7 introduction 9 what is community support...

Research and Training Center on Community Living · Institute on Community Integration (UAP)Minnesota Department of Human Services – State Operated Services

The Minnesota Frontline SupervisorCompetencies and Performance Indicators

A Tool for Agencies Providing Community ServicesR

RThe Minnesota Frontline SupervisorCompetencies and Performance Indicators

A Tool for Agencies Providing Community Services

Report submitted to the Minnesota Department of Human Services–State Operated Services

September 1998

Written by Amy Hewitt, Sheryl Larson, Susan O’Nell, John Sauer, and Lori Sedlezky

Designed by Kurtis Scaletta

4 · The Minnesota Frontline Supervisor Competencies and Performance Indicators

¢Acknowledgments

Focus Group ParticipantsWe would like to thank the State Operated Services Steering CommitteeMembers for their assistance in drafting these values and visions. Theircommitment to improving community supports for all Minnesotans withdevelopmental disabilities is noteworthy.

Steering Committee

Rick AmadoJim CampbellAmy HewittCharlie LakinSheryl LarsonJerry MauerMike MausSusan O’NellJohn SauerMike Tessneer

Additionally, we would like to thank the literally hundreds of staff who work incommunity services throughout Minnesota for assisting, through focus groupparticipation, in identifying frontline supervisor competencies needed to achievethe values and visions for Minnesotans with disabilities.

Participating Agencies

St. Cloud Technical CollegeLake Superior Community and Technical CollegeMinnesota Department of Human Services – State Operated ServicesLutheran Social Services of MinnesotaRSI, Inc.FISH SLSCatholic Charities–St. CloudRange Center, Inc.Duluth Regional Care CenterAveyron Homes, Inc.Opportunity Manor, Inc.

Betty AaseKari AndersonShelly AndersonSue AndersonBarb AnonbySteve ArcherDavid AugeRoxie BachmannKim BakerGerry BakkenArlene BallardColleen BeckiEdmee BehmGary BinsfeldDavid BirdSheila BlocktylSarah BooeTanya BoyumTheresa BrownDiana CabrerClyde CampbellDavid CampbellJames CampbellLeigh Anna CannyCarol CappelanNadine CavanaughBarbara ChristensonTerri CimermancicBarb ClementMike ClevetteJoji ColondDawn DelaskeBev DiekeDoreen EieslandJerry EmslanderVickie EvensonJulie FaschingColleen FettersDawn FinneganErlene FitzpatrickMavis Flemmer

Jon FreerDale GagnerJan GassertKelli GillespieJohn GillundPaula GoetzkeRoger GoldenLinda GrandMichelle GrayTheresa GrugelBarbara HaaseLee HallMike HannayWally HartlandAngela HeimerLeola HeyJeanette HillenbrandJason HillesheimKarla HoekstraMichelle HooeyDeb HopkinsChris HornJanice HutchisonBev JensenLori JensenAvis JohnsonBecky JohnsonTeresa JorgensonBarb KahtavaSue KeenJennifer KehoeSusan KellyKonnie KerriganLori KidrowskiKen KjosRenee KnotDeb KoenenCindy KonewkoDeb KoopRoxanne KorchariHolly Kostohryz

Georgie KuceraDiane KuttnerPam LacanneCathy LarsonDeborah LauerKathy LeppertMary LindKathy LobanMarie MachowSue MalechaJerry MaurerDebi McdonaldRuth McInnisTim McNelisBecky MeehlLynn MelgrenTim MikkelsonChris MitchellLaurel MooreAnn MundLeanne NegleySandra NelsonAnne NessClare O’ConnorBrad OlsonSandra OverturfJessica PageCarol PankowMelanie PaulsonBill PetersCozy PetersonSam PierskallaDavid PotterJeff PowersSandra ProfrockYau QueegleyLeslie RadaboughDan ReigstadAnn ReinertElaine RogersGerry Rogers

Nolan RulophMike RunyanKerry SaewertSharon SamuelsonKathy SchullerDarlene SchultzHolly SchwartzDevron ScottCarol SevcikMary ShanerLincoln SimonsonMark SkoglundPat SlatteryRose SmithJohn SolbergKen SpatesPerry StichaKathy StrattonLinda SundquistPat SuterChad SykesCindy ThieleRandy ThoeMike ThompsonSue ThonvoldShirley ToewsTammy TurnerJoe UrbanskiJean VoelzChuck WildeCathy WildieDianne WoldJoyce WyffelsCynthia YundGerald ZimmermanPam ZimmermanLarry Zurn

The Minnesota Frontline Supervisor Competencies and Performance Indicators · 5

¢Table of Contents

7 Introduction

9 What is Community Support Work?

13 Introduction to the Competencies and Performance Indicators

15 Broad Competency Area 1Staff Relations

17 Broad Competency Area 2Direct Support

20 Broad Competency Area 3Facilitating and Supporting Consumer Support Networks

23 Broad Competency Area 4Program Planning and Monitoring

27 Broad Competency Area 5Personnel Management

32 Broad Competency Area 6Training and Staff Development Activities

34 Broad Competency Area 7Public Relations

36 Broad Competency Area 8Maintenance

38 Broad Competency Area 9Health and Safety Issues

42 Broad Competency Area 10Financial Activities

44 Broad Competency Area 11Scheduling and Payroll

45 Broad Competency Area 12Coordinating Vocational Supports

46 Broad Competency Area 13Coordinating Policies, Procedures and Rule Compliance

48 Broad Competency Area 14Office Work

49 References

50 Appendix: Scoring Instrument

Performance Checklists

Tabulation of Scores

Training Priorities


¢Introduction

The purpose of the Frontline Supervisor Competencies and PerformanceIndicators project is to identify those competencies required of frontlinesupervisors providing community support services to people with developmentaldisabilities in order to foster the development and implementation of excellencein service provision. The first step in developing an effective training program forfrontline supervisors is to identify those skills and competencies toward which allfrontline supervisors must aspire. These competencies form the foundation for(a) developing, improving and implementing educational and training programs,(b) developing a better understanding of the role and functions of frontlinesupervisors, (c) creating job structures that support frontline supervisor roles,(d) improving responsiveness to people who receive community supports and(e) improving service quality.

The direct support personnel and frontline supervisors who participated in thefocus groups as a part of this project expressed strong convictions that clearerjob expectations and definitions are required. They also identified the need foreducational and training opportunities and other supports for frontlinesupervisors. The roles and responsibilities of direct support personnel are shiftingas community supports become the norm in service delivery; so too are the rolesand responsibilities of frontline supervisors. As a result, training and educationalprograms, support systems, and organizational development practices mustrespond to these changing roles and responsibilities.

Supervisors are often asked to support and coordinate more than one programsite, supervise direct support personnel with whom they rarely interact, andcommunicate and coordinate supports with a multitude of professional staff andcommunity members. For many, the role of frontline supervisor is described as“impossible,” “chaotic,” “overwhelming,” or “stressful.” As a result many frontlinesupervisors are burned out. In fact in Minnesota the turnover rate for thesepositions is 27% (Larson, Lakin & Bruininks, 1998). This is not acceptable. Effortsmust be made to improve the quality of services to Minnesotans withdevelopmental disabilities by better supporting those who provide services andsupports - frontline supervisors and direct support personnel.

ContextIn Minnesota the majority of supports to citizens with disabilities are nowprovided in the context of their family home or local community. Previously,most people receiving supports resided in large institutions. In 1997, 9,140Minnesotans received residential services in small community homes in which sixor fewer individuals resided . In 1977, only 286 of people receiving services livedin community homes with six or fewer people (Prouty & Lakin, 1998). As a resultof this movement from large institutional services to small community servicesand supports, substantial issues have evolved regarding staffing and supportsneeded for community staff. Much attention has been focused on difficulty infinding (Larson, Hewitt & Anderson, in press), training (Minnesota State TechnicalCollege Task Force Report, 1993), and the seemingly impossible feat of keepingdirect support personnel (there is a 46% turnover rate in small communityresidential programs in Minnesota) (Larson, Lakin & Bruininks, 1998). Althoughmany solutions to these problems have been identified and discussed in theliterature (Hewitt & Larson, 1998; Jaskulski & Ebenstein, 1996; Taylor, Bradley &Warren, 1997) only a few coordinated action steps have occurred in Minnesota toaddress the problems. One such effort has been the Minnesota Statewide DirectService Training Initiative which has been working over the past several years toimprove educational and training opportunities for direct support personnel.One component of this effort has been the development of the CommunitySupports Program for People with Disabilities - a career and educational pathway fordirect support professionals which includes introductory certificate, specializeddiploma and AAS educational awards.

Of critical importance to resolving these direct support workforce issues inMinnesota is addressing issues regarding the quality of the supervision directsupport personnel receive. Direct support personnel report that two of thebiggest reasons they have for leaving their positions are difficulty in getting alongwith coworkers and issues with their supervisors (Larson, Lakin & Bruininks,1998). Both of these reasons for leaving can be addressed by improving the skillsof frontline supervisors. When supervisors facilitate teamwork, communicateeffectively, supervise fairly, and provide adequate support to direct supportpersonnel, chances are that the staff with whom they work will remain in theirpositions longer and provide higher quality services and supports to theindividuals who receive services. To that end, it is of critical importance that theduties and roles of frontline supervisors are identified, that sufficient and effectivetraining be delivered to frontline supervisors and that frontline supervisors aresupported in their work.


CoalitionThis project was completed within the state of Minnesota and funded by theMinnesota Department of Human Services - State Operated Services (Contract #OWSS-H55-31048330) with additional project support coming from the FederalDepartment of Health and Human Services - Administration on DevelopmentalDisabilities (CFDA #93-632). Though initially intended to include only StateOperated Services, a commitment was made by the Steering Committee toinclude private sector agencies to gather input regarding frontline support issuesand strategies and to develop a forum for collaboration. This project broughttogether 160 direct support personnel, lead staff, frontline supervisors andmanagers working in 11 agencies throughout Minnesota. One result of this effortwas an overwhelming positive response of participants to networkingopportunities between the various agencies involved in the project - includingpublic and private sector agencies.

A Tool with Many UsesThe Minnesota Frontline Supervisor Competencies and Performance Indicators: A Toolfor Agencies Providing Community Supports was developed with a number ofpotential uses in mind. These uses are listed below:

þ To better understand the roles and responsibilities of frontline supervisorssupporting individuals with developmental disabilities in community supportsettings and to use this information in designing and managing new supportfor consumers.

þ To design new curriculum for frontline supervisors that better addressesthe skills and competencies required of them.

þ To modify existing curriculum for frontline supervisors to better addressthe skills and competencies required in their jobs.

þ To develop a certificate component for the Community Supports for Peoplewith Disabilities Program (CSP) within the Minnesota Technical andCommunity Colleges designed specifically for frontline supervisors.

þ To assess and evaluate the current skills and training needs of frontlinesupervisors in Minnesota.

þ To assess and evaluate strengths and weaknesses of existing training andeducational programs for frontline supervisors in Minnesota.


General Organizational Characteristics:

þ Flat organizational structure.

þ Communication across, within, and between all players and functions withinan organization.

þ Integration of work as a whole job rather than discrete tasks.

þ Communication among direct support personnel, supervisors, managers,and executives.

þ Encouragement of job flexibility and rotation.

þ Supervision that emphasizes coaching rather than discipline.

þ Openness to conflict and disagreement.

þ An organizational culture that emphasizes quality, performance andproductivity.

(Adapted from The Community Support Skill Standards, HSRI, 1996)

In addition to using the CSSS vision of contemporary human serviceorganizations, project staff worked with the Minnesota State Operated ServicesSteering Committee to develop a set of values and visions for Minnesotans withdisabilities. These values and visions (see below) were used to guide focus groupparticipants in identifying the necessary competencies of frontline supervisors.

Values and Visions Statement

Mission

Design, implement, and evaluate community support services that help people liveas valued, contributing and self-determined members of their community.

Vision

Community services to people with disabilities in Minnesota help communitiesrecognize, provide and use their capacities to include all of their members.Community services provide exemplary service and supports for consumers anddirect support personnel (DSP) through continued evaluation and ongoingsystemic change.

¢What is Community Support Work?

The Contemporary Community Support AgencyRecognizing that the long term viability of these competencies and their utility inguiding users to the most progressive forms of work would be highly dependenton anticipating the future direction of human services, the project was guided bythe work of the Technical Committee for the development of the CommunitySupport Skill Standards (CSSS) (Taylor, Bradley, & Warren, 1996). The CSSSdevelopment work utilized industry advisors, current research, and otherstrategies to capture important trends in contemporary community humanservices. The competencies identified for frontline supervisors are responsive tofuture trends.

The CSSS development work also created a working definition of thecharacteristics of progressive human service agencies, which was based oninformation from the National Center on Education and the Department ofLabor Office of Work Based Learning and O’Brien and O’Brien, 1993. Thisdefinition includes the following characteristics:

Characteristics Specific to Human Services Organizations:

þ Emphasize consumer empowerment (customer-driven).

þ Utilize creative, holistic planning processes to assist people and families increating individualized supports.

þ Use an integrated approach where service participants are perceived andsupported in the context of their families, friends, and communities.

þ Have explicit mission and principles to guide the provision of support.

þ Emphasize the strengths, gifts, and potential of people who are served andthe removal of any barriers to full participation and inclusion in society.

þ Invest in staff development and continuity (investing in human capital).

þ Have a decentralized authority and responsibility with clear leadership.

þ Organize the use of resources in flexible ways to ensure responsiveness tothe evolving life situations of service participants.


Participant Values

These statements describe how we know that people are living as valued,contributing, and self-determined members of their community. The DSP values,workplace culture values, and system values that follow must directly supportthese participant values to have significance.

þ People are empowered to live self-determined lives.

þ People are free from abuse and neglect.

þ People are satisfied with services, supports, and personal life situations.

þ People are supported to develop life-styles that encompass the activities,relationships and opportunities that are important to them.

þ People are supported in their relationships with community and familymembers.

þ People are treated with dignity and respect when crises emerge.

þ People define what quality means for them.

þ People have and keep personal possessions.

þ People have and use natural supports.

þ People have needed economic resources.

þ People have services to support their best possible health.

þ People have opportunities to explore new and different things in alignmentwith their preferences.

þ People have opportunities to take risks in a context that recognizes theirresponsibilities but also attends to their vulnerabilities.

þ People have time, space and opportunity for privacy.

þ People have valued roles in families, friendships, intimate relationships,workplaces, communities, and groups in which they choose membership.

þ People make choices (including unpopular choices) for themselves regardingservices and supports, personal goals, where and with whom they live, thework they do, how they use their free time, and their daily routine.

þ People receive supports that are flexible in type and duration, individualized,and provided on a community scale.

þ People receive the supports they want and need.

þ People, their individuality, and their cultural heritage are valued andrespected.

þ People’s capabilities, strengths, and potential are accentuated by thesupports provided.

þ People’s rights are valued and respected and they are afforded due processif their rights are limited.

DSP Values

These values help direct support personnel to uphold the values identified andoutcomes inferred in the Participant Values section and are only relevant if theyactually lead to accomplishing those outcomes.

þ DSP are aware of rights, responsibilities, and consequences of their actions.

þ DSP are flexible and willing to try new things.

þ DSP are non-judgmental.

þ DSP have a holistic view of the person and a broad understanding acrosslife domains including work, home, family, and leisure.

þ DSP know and abide by professional, legal, ethical and moral standards.

þ DSP know themselves, their biases, and the limits of their expertise.

þ DSP play a proactive role as a community connector, resource coordinator,and advocate.

þ DSP provide culturally competent supports.

þ DSP respect, support, and value the contributions of each consumer inplans and actions.


þ DSP support and encourage people as they explore new opportunities.

þ DSP understand and respect personal boundaries.

þ DSP understand systemic boundaries.

þ DSP treat their roles as supporters rather than as controllers of people.

þ DSP value and nurture partnerships and relationships with consumers,coworkers, team members, and community members.

Workplace Culture Values

These values help agencies to uphold the values and accomplish the outcomesinferred in the Participant Values section and are only relevant if they help DSP toaccomplish those outcomes.

þ Agencies help DSP in their quest for a better way to support people.

þ Agencies consider the role of the team to help and empower DSP to dotheir jobs.

þ Agencies create opportunities to honor the work and enhance the status ofDSP.

þ Agencies expect and provide opportunities to develop competent DSPperformance.

þ Agencies invest in human capital.

þ Agencies provide opportunities for DSP to express themselves and areopen to new options and ideas.

þ Agencies support and actively foster a team environment.

þ Agencies understand, value, and nurture DSP knowledge and expertise.

þ Agencies value and respect the role, contributions, and careers of DSP.

þ Agencies value and respect the cultural backgrounds and contributions ofDSP.

þ DSP have opportunities to express their competence.

þ DSP are empowered and nurtured to make decisions and to take risks.

þ People who spend the most time with the person are recognized asknowing the person best.

þ DSP training is consistent with and supports achievement of themission statement.

System Values

These values help systems to uphold the values and accomplish theoutcomes inferred in the Participant Values section and are only relevant ifthey actually help agencies to accomplish those outcomes.

þ Systems balance requirements for initial technical expertise withcontent of subsequent training.

þ Systems support agencies in developing better ways to support people.

þ Systems build the capacity of agencies to support persons withdisabilities (fix the system rather than fix the person) by emphasizing:

- local resources, supports, and participation.

- broad community responsibility.

- community connections.

- welcoming roles of community.

þ Systems assist agencies as they empower DSP to have valued roles.

þ Systems monitor whether individual participant values and outcomesare being achieved.

þ Systems enhance their own and other’s capability to support peoplewith disabilities.

þ Systems provide necessary resources.

þ Systems support community and family members in their relationshipswith consumers.


General Characteristics and Attributes of an EffectiveSupervisorIn addition to identifying competencies and performance indicators forfrontline supervisors, a number of attributes and general characteristics werealso identified. In looking for potential new supervisors, it is important tokeep this list of characteristics in mind. Individuals who self-report or forwhom references are provided that indicate the individual has thesecharacteristics and attributes may be better suited to serve as frontlinesupervisors then people who do not have these characteristics andattributes.

þ Compassionate

þ Creative

þ Decisive

þ Empathetic

þ Fair

þ Flexible

þ Humble

þ Humorous

þ Objective

þ Problem-solver

þ Respectful

þ Self-directed

þ Self-evaluative

þ Understanding

þ Visionary

þ Systems-thinker (able to see “the big picture”).

Development of The Minnesota Frontline SupervisorCompetencies and Performance Indicators –MethodologyThe Minnesota Frontline Supervisor Competencies and PerformanceIndicators were developed with input from focus group participants, surveyrespondents and expert reviewers. A total of twelve focus groups of directsupport staff, lead workers, frontline supervisors and managers were held in1998. The purpose of these focus groups was to identify the job tasks andduties needed by frontline supervisors in Minnesota using a modifiedDACUM (Developing a Curriculum) Analysis. Focus group participants werealso asked a series of open ended questions regarding barriers and supportsneeded to achieve the project values and visions, orientation and trainingpractices for direct support staff and frontline supervisors, as well as generaltraining needs. The information gathered from all of these focus groups wascoded and synthesized into broad competency areas. This summary was thenvalidated by participants in validation workshops. These participants wereasked to further refine the synthesized information by identifying duplicativetasks and duties and re-categorize those tasks and duties that seemed tobelong in other broad category areas. The modifications made by thevalidation workshop participants were incorporated into the final job analysisresults. The final job analysis results were used by project staff to developthe descriptions of the broad competency areas, competency statements, andperformance indicators.


¢Introduction to the Competencies andPerformance Indicators

The Frontline Supervisor Competencies and Performance Indicators are organizedaround 14 broad competency areas describing the roles and responsibilities offrontline supervisors. Within each broad competency area a number ofcompetency statements and performance indicators are listed. These areas,competencies, and performance indicators were developed as a result of a series

of job analysis focus groups and validation workshops held throughout Minnesotawith direct support personnel, lead workers, frontline supervisors, and managers.Below is a description of how the Minnesota Frontline Supervisor Competenciesand Performance Indicators are organized. The figure below illustrates how thecompetencies and performance indicators are formatted. See the next page forbrief descriptions of the major components.

Following the competency areas and performance indicators, you will find blankperformance checklists which may be duplicated and used in training supervisorsof direct support personnel.

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R Broad Competency Area 1

Staff Relations

Frontline supervisors enhance staff relations by using effective communication skills,encouraging growth and self-development, facilitating teamwork, employing conflictresolution skills, and providing adequate supports to staff.

A COMPETENCY STATEMENT

Frontline supervisors effectively communicate with staff bylistening to their concerns, supporting and encouraging their ideasand work, thanking them for their contributions, and providingpositive feedback regarding performance.

PERFORMANCE INDICATORS

o Direct support staff report that the supervisor listens to theirconcerns, is approachable regarding issues, and supports theirideas and concerns.

o Manager observes supervisors supporting staff members whohave brought issues to their attention.

o Direct support staff report that they receive positive feedbackfrom supervisor for their work efforts.

o Manager observes supervisor effectively communicating withstaff in team meeting when conflict arises.

o Supervisor provides copy of formal written documents such assurveys used to solicit feedback and information from directsupport staff.

B COMPETENCY STATEMENT

Frontline supervisors facilitate and encourage staff to be creativeand try new ideas.


o Direct support staff illustrate the outcome of trying somethingnew with an individual served by documenting the new activityin a log, a journal, or a note to the supervisor.

o In discussion with manager, supervisors identify five ways inwhich they have encouraged direct support staff to be creativeand try new ideas.

o In staff meeting, supervisor is observed by manager solicitinginformation and feedback from direct support staff regardingcreative and new activities they have initiated.

C COMPETENCY STATEMENT

Frontline supervisors seek staff opinions and input regardingvarious issues (e.g., program plans, budgets, procedures) andempower staff to make decisions.


o Staff meeting agendas and minutes clearly indicate supervisorhas sought direct support staff input and ideas.

o Direct support staff report that their supervisor has allowedthem to make decisions.

o Direct support staff report that they have had directinvolvement in the development of house procedures andconsumer support plans.

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Broad Competency AreasThe 14 competency areas define broad areas of responsibility for the jobtasks and duties performed by frontline supervisors working in communityservices supporting individuals with developmental disabilities in Minnesota.Each broad competency area is indicated by a number and is described brieflyin italics below the title.

The 14 competency areas are:

1. Staff Relations

2. Direct Support

3. Consumer Support Networks

4. Program Planning and Monitoring

5. Personnel Management

6. Training and Staff Development Activities

7. Public Relations

8. Maintenance

9. Health and Safety Issues

10. Financial Activities

11. Scheduling and Payroll

12. Coordinating Vocational Supports

13. Coordinating Policies, Procedures andRule Compliance.

14. Office Work

Competency StatementsSeveral competency statements are identified within each broad competencyarea. These statements reflect specific job duties and tasks required offrontline supervisors working in community service settings for people withdevelopmental disabilities. These are indicated by capital letters. There canbe as many as 26 competency statements in each broad competency area.

Performance IndicatorsPerformance indicators are identified for each competency statement. Theseindicators are designed to identify ways in which frontline supervisorperformance could be demonstrated. This is not intended to be anexhaustive list – it does, however, provide several possible ways in whichperformance could be measured. The performance indicators are indicatedby a bullet (o) and feature an icon to suggest an appropriate method ofgauging performance. Definitions of the types of performance indicators, andthe icons that represent them, are identified below.

direct observation – manager observes the supervisor completing thistask or demonstrating skill as a part of their routine work activity.

demonstration – manager asks the supervisor to physically demonstratea task or skill so they can see the supervisor “in action,” yet not as aroutine part of their work activity.

document review – manager reviews written records or documents.

portfolio product – manager reviews materials initiated and prepared bysupervisor that the supervisor feels demonstrates competence.

discussion – manager engages in discussion with supervisor regarding acertain task or skill.

consumer/family/community member report – manager seeks input fromconsumer, family member or community member regarding supervisorcompetence.

peer/other staff report – manager seeks input from a supervisor’s peerregarding supervisor competence.

direct support personnel report – manager seeks input from directsupport personnel regarding supervisor competence.

written test/scenario – supervisor performance on a written test relatedto task or skill.

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Staff Relations

Frontline supervisors enhance staff relations by using effective communication skills,encouraging growth and self-development, facilitating teamwork, employing conflictresolution skills, and providing adequate supports to staff.


Frontline supervisors effectively communicate with staff bylistening to their concerns, supporting and encouraging their ideasand work, thanking them for their contributions, and providingpositive feedback regarding performance.


o Direct support staff report that the supervisor listens to theirconcerns, is approachable regarding issues, and supports theirideas and concerns.

o Manager observes supervisors supporting staff members whohave brought issues to their attention.

o Direct support staff report that they receive positive feedbackfrom supervisor for their work efforts.

o Manager observes supervisor effectively communicating withstaff in team meeting when conflict arises.

o Supervisor provides copy of formal written documents such assurveys used to solicit feedback and information from directsupport staff.


Frontline supervisors facilitate and encourage staff to be creativeand try new ideas.


o Direct support staff illustrate the outcome of trying somethingnew with an individual served by documenting the new activityin a log, a journal, or a note to the supervisor.

o In discussion with manager, supervisors identify five ways inwhich they have encouraged direct support staff to be creativeand try new ideas.

o In staff meeting, supervisor is observed by manager solicitinginformation and feedback from direct support staff regardingcreative and new activities they have initiated.


Frontline supervisors seek staff opinions and input regardingvarious issues (e.g., program plans, budgets, procedures) andempower staff to make decisions.


o Staff meeting agendas and minutes clearly indicate supervisorhas sought direct support staff input and ideas.

o Direct support staff report that their supervisor has allowedthem to make decisions.

o Direct support staff report that they have had directinvolvement in the development of house procedures andconsumer support plans.

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D COMPETENCY STATEMENT

Frontline supervisors facilitate teamwork and positive interactionsand attitudes among staff.


o Supervisor facilitates discussion among staff members regardinghow they are doing as a team (e.g., growth, roles, outcomes).

o In discussion with manager, supervisors identify the variousroles they feel staff members are playing on the team.

o Manager observes supervisor demonstrating a positive attitudeand interactions while at work.

E COMPETENCY STATEMENT

Frontline supervisors provide counseling and support to staff whenconflicts arise.


o Frontline supervisors report a situation where a conflict arosebetween staff and identified the specific skills and actions theytook to address and resolve the situation.

o Direct support staff exit interviews indicate that staff are NOTleaving positions due to conflicts with other staff members ortheir supervisor.

F COMPETENCY STATEMENT

Frontline supervisors provide formal communication to staffthrough communication log books or memos, and by facilitatingeffective meetings and purposeful interactions.


o Review of communication log books indicates that supervisor isresponding to staff concerns in a timely manner.

o Review of memos written by supervisor to direct support staffindicate clear and concise communication.

G COMPETENCY STATEMENT

Frontline supervisors take a direct interest in the roles andresponsibilities of staff.


o Direct support staff report that supervisors maintain regular“check-ins” (e.g., telephone calls, notes, in person conversations)with staff on all shifts.

o When asked, direct support staff clearly articulate their rolesand responsibilities.

H COMPETENCY STATEMENT

Frontline supervisors encourage staff to maintain appropriateboundaries regarding personal vs. professional issues.


o Direct support staff show up to work on-time and whenscheduled.

o Supervisor identifies a situation and the resolution to thatsituation in which a staff person was inappropriate aboutpersonal issues at work.

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Direct Support

Frontline supervisors provide direct supports to individuals with disabilities and rolemodel such supports to direct support staff by assisting with living skills, communicatingand interacting with individuals served, facilitating community inclusion, maintaining anappropriate physical environment, providing transportation, maintaining finances,developing behavioral supports and demonstrating the importance of consumersbecoming active citizens in their neighborhoods and local communities.


Frontline supervisors communicate effectively with individualssupported using their primary method of communication (e.g.,gestures, verbal, sign language, communication boards).


o Manager observes supervisor effectively communicating withindividuals with disabilities using their primary method ofcommunication.

o Direct support staff report that supervisor consistentlycommunicates with individuals with disabilities using theirprimary method of communication and has assisted directsupport staff in learning and using these methods ofcommunication.


Frontline supervisors interact with individuals served by listeningto their issues, responding to their requests and concerns, sharingideas and humor, and participating in meals and other activities.


o Direct support staff report that the supervisor maintains activeinvolvement with individuals with disabilities throughconversation and shared activities.

o Manager seeks input from individual with disability or familymember regarding how comfortable they feel sharing theirconcerns or ideas with the supervisor.

o Documents such as formal complaints, notes from families, etc.,indicate that the supervisor responds to questions or concernsin a timely, effective manner.


Frontline supervisors assist individuals with daily living skills, mealpreparation, self-care, health care, and maintenance tasks asneeded.


o Direct support staff report supervisor’s participation as neededin assisting individuals with living skills, meal preparation, self-care, and health care.

o In discussion with manager, supervisor is able to identify anddescribe the types of supports provided to individuals as part oftheir daily routines.

o Daily living skill charts and activity logs indicate that thesupervisor assists with these activities on a regular basis.


Frontline supervisors assist individuals in developing daily activitieswhich are of interest to the people receiving supports.


o Frontline supervisor describes a process used to encourageinvolvement and identify preferences of an individual withdisability in developing their daily activities.

o Individuals served are regularly observed making choices abouttheir daily routines (e.g., when to go to bed, what job they do,what to eat, what to wear, what activities to participate in).

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o Individuals with disabilities are observed showing interest in thedaily activities they perform.


Frontline supervisors support individuals in identifying, planning for,and participating in community events and activities.


o Individuals with disabilities or their families report receivingsupport in identifying and participating in community events.

o Community activity logs indicate that individuals with disabilitiesare participating in a sufficient number and variety of communityactivities with respect to their individual preferences anddesires.


Frontline supervisors support individuals served in making andmaintaining friendships with community members.


o Individuals with disabilities or their families report at least onenew contact or sustained relationship between individual withdisability and a member of the community.

o In discussion with manager, supervisor can identify threestrategies of supporting an individual with a disability inmaintaining connections with members of the community.


Frontline supervisors ensure that the physical environment inwhich individuals live meets their style and needs.


o Individuals with disabilities report taking an active role inchoosing home furnishings as desired or display a sense ofownership in their personal space.

o When asked, frontline supervisors can prepare a writtenaccessibility or functional assessment of the physicalenvironment.

o Consumers report that their privacy is respected bysupervisors and direct support staff.


Frontline supervisors support individuals in purchasing householdsupplies, personal items, and groceries.


o Frontline supervisors are observed supporting individuals withdisabilities with their personal shopping or grocery list.

o Direct support staff report that supervisor regularly solicitsinput from individuals with disabilities before making householdpurchases.

I COMPETENCY STATEMENT

Frontline supervisors support individuals in identifying, securing,and utilizing transportation based on their individual preferencesand needs.


o Frontline supervisors can identify two alternative forms oftransportation that meet the needs of an individual with adisability, including cost of transportation and party responsiblefor payment based on purpose of transportation.

o Individuals with disabilities or their families indicate anunderstanding of the various transportation options available tothem.

o Individuals with disabilities are observed to have access toappropriate transportation when needed.

DSP

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N

N


J COMPETENCY STATEMENT

Frontline supervisors implement behavior support plans, intervenewith individuals in response to challenging behavior, and diffusecrises situations as they arise.


o Documentation indicates that frontline supervisors haveimplemented behavioral interventions plans as needed.

o Frontline supervisors report an instance when an individual witha disability displayed a challenging behavior, identifyingantecedent, behavior, and consequence, as well as the leastintrusive methods of addressing the behavior.

K COMPETENCY STATEMENT

Frontline supervisors assist individuals in developing andmaintaining friendships and family relationships through variousmeans such as correspondence, phone contact and assisting to planand coordinate social activities.


o Family members or other involved parties report frontlinesupervisors support in planning or coordinating a social eventto which they were invited.

o Direct support staff can identify two strategies the frontlinesupervisor has modeled to support an individual with disabilitiesin maintaining a friendship or developing new friendships.

L COMPETENCY STATEMENT

Frontline supervisors teach and coach direct support personnel inthe most effective approaches to achieve these direct supportcompetencies.


o Direct support staff can identify specific topic areas in which thefrontline supervisor provided training or instruction onsupporting an individual with a disability.

o Manager has observed the frontline supervisor providingtraining and instruction on competency areas during a staff orteam meeting.

M COMPETENCY STATEMENT

Frontline supervisors identify necessary resources for individualsserved and direct support staff, and advocate for these resourceswith their managers.


o Manager reports receiving requests for resources that bettersupport the independence and self-determination of anindividual served.

o Frontline supervisors can identify specific resources to addressthe training needs of both individual staff and the direct supportteam as a whole in supporting an individual with a disability.

o Direct support personnel and individuals servedreporthaving access to necessary resources.

N COMPETENCY STATEMENT

Frontline supervisors critically evaluate the quality of supportsprovided to the individuals who receive services and continuouslystrive for improvement.


o Upon request, the frontline supervisor can describe thesuccesses and challenges in supporting an individual with adisability.

o Individuals with disabilities or family members report animprovement or satisfaction with services being provided bythe those under direct supervision of the frontline supervisor.

o Direct support personnel report that frontline supervisorsregularly identify barriers to providing quality supports andmake suggestions, obtain resources, and develop and implementplans to overcome those barriers.

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0N

N


Broad Competency Area 3

Facilitating and SupportingConsumer Support Networks

Frontline supervisors facilitate and support the development and maintenance ofconsumer support networks through outreach to family members, community members,and professionals and through coordination of personal planning sessions incollaboration with the individual served.


Frontline supervisors communicate with, consult, and informcounty case managers, other support agencies, and support teammembers in their efforts to identify and support the desires,preferences, issues, concern, and other supports for individualswhile respecting the rights of individuals served.


o Manager observes frontline supervisor supporting thepreferences and desires of the individual served during asupport team meeting.

o Frontline supervisor displays open communications withsupport team members and brings unresolved conflicts betweenparties to the attention of the manager.

o Frontline supervisor documents the results of regular contactswith all members of an individual’s support team (including casemanagers, other service providers, and professionals such asphysicians and therapists.

o Manager observes that types of supports for an individual witha disability are consistent across settings.


Frontline supervisors maintains regular contacts with and followsup with consumers, family members, and support team membersregarding complaints and issues; and design, implement anddevelop strategies to address issues identified in consumersatisfaction surveys.


o Consumers and families report that report that their culturalheritage is respected and valued.

o Individuals served or family members report that the frontlinesupervisor addresses issues or concerns they have identified in atimely and respectful manner.

o Given a written scenario of a complaint lodged by a familymember, the frontline supervisor outlines a response andstrategy to address the family’s concern.

o The records for each person served contains the name,relationship, and contact information for all family members andfriends in the person’s social network.


Frontline supervisors network with other service agencies to learnnew ideas and strategies for supporting individuals served.


o When asked, frontline supervisors can identify two new ideas orstrategies they have learned from other service agencies forsupporting an individual with a disability.

o Managers have observed frontline supervisors sharingappropriate information with other service providers in aneffort to provide quality services to an individual with adisability.

R

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4

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NN

N



Frontline supervisors coordinate or assist in the development ofnew programs and support services.


o Given a general description of an individual to be served, thefrontline supervisor will be able to identify initial supportsnecessary to serve the individual in a new program.

o Manager observes frontline supervisor working collaborativelywith other support team members to coordinate new programor support services.


Frontline supervisors facilitate coordination with genericcommunity agencies (e.g., YMCA, Lions) to provide inclusiveopportunities for individuals supported.


o Frontline supervisor discusses with manager recentcoordination activities with a community agency based on thepreferences of the individual being served.

o Direct support staff report effective communications have beenestablished with a number of generic agencies in whichindividuals with disabilities participate.


Frontline supervisors support individuals in making connectionsand maintaining involvement within community agencies,organizations, events and activities.


o Individuals with disabilities have maintained their participation ina community organization or agency by participating in eventssponsored by agency or organization as they desire.

o Direct support staff describe available community options andresources.

o Frontline supervisor identifies two instances in which they havesupported an individual with a disability to connect with anorganization or club of their choosing.


Frontline supervisors support individuals in learning about andparticipating in community educational opportunities (e.g., adulteducation courses, continuing education).


o Individuals with disabilities and their families are aware of theeducational resources available to them in their community.

o Individual being served has attended an educational class orevent of their choosing.


Frontline supervisors promote positive relationships betweenindividuals supported, staff and neighbors and actively participatein neighborhood associations.


o Direct support staff report that frontline supervisor modelspositive working relationships with direct support staff andcommunity members.

o Frontline supervisor attends at least one event coordinatedlocally by the community or neighborhood association.

o Frontline supervisor names and describes how to contact or getinformation from at least one neighbor and relevantneighborhood or community associations.

DSP

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N

N



Frontline supervisors support individuals served in coordinating,facilitating, and participating in support network meetings andconsumer council meetings.


o Manager observes frontline supervisor promoting participationof individual with a disability in their support network meeting.

o Frontline supervisor can identify and describe in written formmultiple ways of promoting and facilitating involvement ofindividual being served in their own team meetings prior to themeeting.

0

N



Program Planning andMonitoring

Frontline supervisors oversee program planning and monitoring by planning anddeveloping individual goals and outcomes with consumers, coordinating and participatingin support network meetings, monitoring, documenting and reporting progress towardmeeting outcomes, and communicating with other service agencies.


Frontline supervisors develop, implement, and monitor consumersupport plans or assist direct support personnel in this process.


o Direct support staff report receiving training and instruction onimplementing consumer support plans.

o Frontline supervisor has developed a consumer support planbased on the preferences, desires, and needs of the individualbeing served.

o Documentation indicates that the frontline supervisor regularlyreviews the progress or performance of individuals and theirsupport plans.


Frontline supervisors facilitate person-centered planning meetingsfor individuals served or assist direct support personnel in thisplanning process.


o Frontline supervisors demonstrate the process of a person-centered planning meeting.

o Direct support staff can identify ways that an individual with adisability is supported that is an outcome of a person-centeredplanning process.


Frontline supervisors coordinate the development of new servicesfor people who are new to the program.


o Individuals with disabilities new to the program receivesupports to meet their needs and desires.

o Manager observes frontline supervisor soliciting informationfrom the individual to be served regarding preferences anddesires of new living situation.


Frontline supervisors coordinate and facilitate annual, quarterlyand as needed consumer planning meetings or assist direct supportpersonnel in this process.


o Documentation of planning meetings indicates that meetingsoccur quarterly or as otherwise indicated by team. In addition,documentation indicates that all necessary paperwork has beencompleted.

o Manager observes frontline supervisor facilitate consumerplanning meetings.

o Direct support staff can identify when consumer planningmeetings are being held and report that supervisor notifiesthem of meetings and invites or solicits input for the meetings.

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40

4 N

N

N

N



Frontline supervisors complete and use formal and informalassessments regarding behaviors, adaptive skills, health, physicaldevelopment, etc., or assist direct support personnel in thisprocess.


o Written formal assessments completed by the frontlinesupervisor are complete and reflect both strengths and supportneeds.

o In discussion with manager, the frontline supervisor presentsinformation from an informal assessment completed on anindividual with a disability.


Frontline supervisors develop and monitor the implementation anddocumentation of individual progress toward personal goals.


o Documentation indicates that progress on individual goal areasare regularly reviewed by frontline supervisor.

o The written intervention plan includes a method for efficientand non-intrusive collection of accurate, objective data insufficient detail to evaluate both the person’s progress towardthe goal and effectiveness of the method of instruction to beevaluated.

o Direct support staff demonstrate competency and consistencyin implementing personal goal activities with individuals withdisabilities.


Frontline supervisors solicit information regarding individual goalsand desired outcomes from individuals served and their supportnetwork members.


o Manager has observed frontline supervisor soliciting informationfrom other support network team members during meetings.

o Consumers understand their goals and indicate a desire to workon these goals.


Frontline supervisors complete required charting anddocumentation and reports regarding progress toward meetingindividual goals and outcomes (e.g., daily charts, monthlies,quarterlies).


o Documentation indicates that all monthly and quarterly chartingand progress notes have been completed by frontlinesupervisor.

o Direct support staff report that daily charting and progressnotes are always available for reporting and they demonstrateaccuracy in completing these forms and progress reports.

o Data are used at least monthly to determine whether theobjective or teaching method should be continued as written,modified, or terminated.

4

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4

N



Frontline supervisors observe, monitor and provide feedback tostaff regarding the implementation of individual support plans.


o Manager has observed frontline supervisor addressing theimplementation of an individuals’ personal goal with directsupport staff at a staff meeting.

o Direct support staff report that they have received support andeducation in the implementation of personal goals of individualswith disabilities.


Frontline supervisors design, implement and monitor behaviorsupport plans, the use of aversive and deprivative procedures (Rule40) and psychotropic medications.


o The frontline supervisor identifies when it is appropriate to usean aversive or deprivational procedure. These are used onlywhen absolutely needed, are in accordance with state rules andagency policy, and when used include all necessary consents andother paperwork.

o A functional assessment, medical review, communicationassessment, and a baseline assessment are included in eachbehavioral support plan.


Frontline supervisors develop risk management plans.

o Frontline supervisor demonstrates to manager how to developa risk management plan for an individuals with a disability.

o Review of risk management plans by manager indicates that allplans are completed and accurately reflect the vulnerabilitiesand skills of individuals being served.


Frontline supervisors review, provide follow-up on and discussissues with staff regarding incident or accident reports.


o Incident or accident reports are filled out accurately and in atimely manner.

o Written documentation describes changes implemented inresponse to incident or accident reports.


Frontline supervisors maintain consumer records includingcompleting necessary filing and maintaining appropriate releases ofinformation.


o Internal audits indicate that frontline supervisors maintaincomplete and accurate consumer records and files.

o Manager review of documents indicate that all necessaryreleases are completed and current.


Frontline supervisors complete necessary paperwork when aperson is discharged from a program.


o On a written test, the frontline supervisor identifies allpaperwork that must be completed when a person is dischargedfrom a program.

o The frontline supervisor demonstrates the discharge process tothe manager.

DSP

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IN

4

0

N

4

N

4

4

4

4

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o Frontline supervisor identifies a concern regarding programplanning or monitoring and can describe the steps they wouldtake to understand the issue and advocate for a change in aappropriate and effective manner.

o Behavioral support plans are clear and detailed enough toensure that staff respond consistently to different situationsrelated to the occurrence of the target behavior.

O COMPETENCY STATEMENT

Frontline supervisors demonstrate and encourage individuals whoreceive services to be as independent as possible (e.g., answer theirown telephone, assist in meal preparation, assist with chores).


o Individuals with disabilities appear comfortable in their homeand demonstrate a level of independence congruent with theirskills and abilities.

o Direct support staff report that the frontline supervisor modelsinteractions with individuals with disabilities that promoteindependent behavior.

o Direct observation of supervisor and direct support staffreveals that individuals make choices and act with as littleassistance as possible.

P COMPETENCY STATEMENT

Frontline supervisors communicate necessary information andmaintain positive working relationships with staff from otheragencies which provide supports to individuals served.


o Manager observes the frontline supervisor working effectivelyand positively with staff from other agencies (i.e., supportnetwork meetings, through phone conversations).

o Managers receive NO reports from outside agencies indicatingthat information is not being communicated or workingrelationships are not maintained with frontline supervisors.

Q COMPETENCY STATEMENT

Frontline supervisors identify necessary changes in the programplanning and monitoring systems, within the agency and at thelocal, state, and federal levels, and advocate for these changes withtheir managers and government officials.


o Managers have observed frontline supervisor raising issues andconcerns in a positive and constructive manner to managementwithin the agency.

o Local officials (e.g., county agency) report that frontlinesupervisor advocates for necessary changes in the programplanning and monitoring systems.

o Frontline supervisors document participation in local orregional policy observations where proposed changes arediscussed.

N

4

N

DSP

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N

0

N

N

4

peer

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Competency Area 5

Personnel Management

Frontline supervisors coordinate personnel management by hiring new staff, conductingperformance reviews, facilitating team work and staff meetings, creating job descriptions,delegating tasks and responsibilities, encouraging effective communication, defusingcrises and conflicts between staff, and implementing grievance and formal contractprocedures.


Frontline supervisors recruit new direct service staff by postingopen positions both within the agency and externally in newspapersand job boards, by encouraging existing staff to recruit potentialnew hires, and by networking with high schools, technical schools,job centers, welfare-to-work programs, and other sources ofpotential hires.


o Manager reviews job postings developed by supervisor fortimeliness and accuracy.

o Supervisors describe how they recruit new staff both within andoutside of the agency and discuss those strategies they findmost effective.


Frontline supervisors schedule and complete interviews withpotential new staff in collaboration with direct support staff andindividuals served and their family members.


o New direct support staff report that direct support staff,individuals, and family members were involved in theirinterviews and provide feedback as to the usefulness andeffectiveness of the interview process.

o Manager reviews protocols used in interview process bysupervisors, family members, and consumers.

o Supervisor provides description of the value of and issuesrelated to having consumers and families involved in staffinterviews the supervisor has conducted.

o Interview protocols include direct observations or interviewswith direct support staff, or written information containing arealistic description of positive and negative job characteristics,to allow prospective employees to make an informed decisionabout whether or not to accept a job offer.

C COMPETENCY STATEMENT:

Frontline supervisors seek input from other staff and fromconsumers and their family members in making hiring decisions.


o Direct support staff, consumers and family members report thatthe supervisor has consulted them before making a hiringdecision.

o Supervisors describe how they incorporated direct supportstaff, consumer, and family member input into their hiringdecisions.


Frontline supervisors arrange for criminal background checks anddrivers license reviews for newly hired personnel.


o Documentation regarding criminal background checks anddrivers license checks for all direct support staff are in theirpersonnel files and current.

o Supervisors describe their process and procedures for arrangingfor criminal background checks and drivers license checks.

R

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N

4

0

0

0

4

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Frontline supervisors assess staff functional ability and capacity,ensure health physicals are completed, and address identified ADAissues.


o Staff physicals are current and in personnel files for managerreview.

o Interview protocols and documentation indicate any reasonableaccommodation issues related to the ADA.

o Supervisor describes a situation in which a potential or existingstaff member did not have the functional capacity to completejob duties and how they responded to this issue.


Frontline supervisors complete necessary paperwork for changes instaff status (e.g., move from part-time to full-time, changeslocations, resigns, terminates).


o Documentation in personnel files is current and accurateregarding the employment status of all staff.


Frontline supervisors follow up on reports of staff injury at workand all worker’s compensation related issues.


o Supervisor describes recent event in which a staff injuryoccurred at work and how they addressed and responded tothe issue.

o Human resource or other appropriate personnel indicate thatsupervisor has routinely turned in first report of injurypaperwork in a timely manner and in accordance with agencypolicies and procedures.


Frontline supervisors complete staff performance reviews bygathering input from peers, consumers, family member, and agencypersonnel as required by policy and procedures.


o Direct support staff report that performance reviews have beencompleted by their supervisor in a timely manner and inaccordance with agency policy and procedure.

o Supervisor discusses with manager strategies they use to seekinput from consumers, family members, other direct supportstaff, and agency personnel when completing staff performancereviews.

o Current staff performance reviews are complete and in staffpersonnel files.


Frontline supervisors complete salary reviews and makerecommendations regarding increases. In addition, frontlinesupervisors identify other means of compensation, opportunitiesfor promotion and staff celebrations and discuss these withmanagers.


o In discussion with manager the supervisor identifies ideas andstrategies for nonfinancial compensation to recognize andsupport staff.

o Performance reviews include information regarding supervisorrecommendations for salary increases and other means ofcompensation and promotion.

o Direct staff report that their supervisor has kept them informedregarding salary increases, opportunities for promotion, andother forms of compensation.

0

4

4

4

4

4

DSP

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Frontline supervisors provide coaching and feedback to staffregarding performance related issues.


o Supervisors identify a recent situation in which they usedcoaching and feedback to address a staff related issue; includingthe issue, feedback, outcomes, and difficulties.

o Exit interviews or satisfaction surveys from direct support staffindicate that supervisor uses coaching and feedback as a prioritymeans of addressing job related issues.


Frontline supervisors provide necessary disciplinary actionincluding demonstrating correct performance for staff as indicated.


o Personnel files for direct support staff include documentation ofall completed disciplinary action and this documentation isaccurate and completed in accordance with agency policy andprocedures.

o Supervisor illustrates to manager at least one situation in whichdisciplinary action was used, describing why it was necessaryand it’s content.

o Direct support staff report that the supervisor empowers themto contribute to the improvement of services, giving themauthority to improve the work itself.

L COMPETENCY STATEMENT:

Frontline supervisors coordinate and facilitate staff meetings.


o Manager reviews agendas and minutes of staff meetings.

o Manager observes supervisor facilitating a staff meeting.


Frontline supervisors recognize the need for and plan celebrationswith staff.


o Direct support staff report various celebrations the supervisorhas arranged.

o Supervisors describes to manager their ideas regarding staffcelebrations and illustrates several inexpensive options.


Frontline supervisors develop and modify staff job descriptions asneeded.


o Direct support staff job descriptions have been reviewed andupdated in the past year, are clear, and describe the actual dutiesand responsibilities expected.

o Direct support staff report that their job descriptionsaccurately reflect their job duties.

o Exit interviews indicate that staff had a realistic picture of theirrequired job duties.


Frontline supervisors facilitate communication with othersupervisors who share staff across programs.


o Supervisor peers report that the supervisor keeps theminformed about issues regarding staff that work in one or moreprograms.

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4

4

4

N

0

0

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4

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o Supervisors provide illustration to manager on the techniquesand strategies they use to keep other supervisors informed ofissues that related to staff who work in more than one program.This illustration includes examples of issues that arise when staffare shared among various programs and resolutions to theseissues.


Frontline supervisors discuss procedures and work tasks withsupport personnel (e.g., secretarial, accounting, personnel, payroll).


o Direct support staff report to manager the supervisor’s abilityand actions regarding work tasks that are delegated or assignedto support staff.

o Supervisors provide managers with ideas regarding the creationof efficient procedures designed to streamline support stafffunctions and responsibilities.


Frontline supervisors respond to staff questions and crises whenthey are on-call (e.g., via pager or cell phone).


o Staff report that supervisor responds to pages and cell phonecalls in a timely and respectful manner.

o Supervisors discuss with manager and other supervisors issuesthat arise when they are on-call, and discuss strategies tominimize non-emergency related calls.

R COMPETENCY STATEMENT

Frontline supervisors initiate “debriefing sessions” or discussionswith staff following a crisis situation or incident or accident.


o Staff report to manager that supervisor provides follow-upregarding crisis situations addressing staff questions, reviewingthe incident, discussing strategies to prevent further issues, andproviding support to staff involved in the incident.

o Manager reviews staff communication logs and other relateddocumentation that describes supervisor follow-up regardingcrisis situations.

S COMPETENCY STATEMENT

Frontline supervisors monitor, review, and implement laborcontracts, attend labor management meetings, and respond toformal grievances when applicable.


o Supervisor discusses with manager new issues and componentsin labor contracts for which new procedures or policies need tobe developed.

o Supervisor describes recent formal grievance and indicates theactions steps taken in response to this grievance.

T COMPETENCY STATEMENT

Frontline supervisors attend and actively participate in agencymanagement, planning, and cross-functional work group meetings.


o Manager observes supervisor participation in cross-functionalwork group, planning meeting, or management meeting.

o Direct support staff members report that they are included indecision making regarding agency policies and procedures.

4

DSP

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N

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0

^

0

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0


o Supervisors illustrate roles of their active membership inmanagement meetings, planning meetings, and cross-functionalwork group meetings, by providing manager with a summary oftheir participation and issues of importance to them that haveevolved out of these various meetings.

U COMPETENCY STATEMENT

Frontline supervisors report and discuss consumer, family, orprogram related issues as necessary with management.


o Supervisor brings issues of importance to the attention of themanager (e.g., consumer, family, or program related) as neededusing verbal or written communication strategies.

V COMPETENCY STATEMENT

Frontline supervisors delegate tasks or duties to staff as needed(above and beyond job description for special events, activitiesetc.).


o Direct support staff report that supervisor delegates varioustasks to them and provide follow-up to ensure that the task hasbeen completed.

o Supervisors demonstrates to manager their system forremembering what tasks they have assigned to various staffmembers and how she follows up on these tasks to ensurecompletion.

W COMPETENCY STATEMENT

Frontline supervisors prioritize their tasks and responsibilities inorder of importance and to ensure deadlines are met.


o Supervisors discusses with manager their system for prioritizingtasks and responsibilities.

o Managers observe that supervisor meets deadlines.

X COMPETENCY STATEMENT

Frontline supervisors manage their own stress by balancingpersonal and professional lives, taking vacations and breaks, andutilizing stress management practices.


o Supervisors discusses with manager their strategy for balancingprofessional and personal life and managing stress.

o Supervisor time cards indicate that they take time off forvacation and/or personal leave.

Y COMPETENCY STATEMENT

Frontline supervisors maintain confidentiality of the individualsserved and of the staff who work in the program.


o Manager observes supervisor refraining from using individualnames when discussing people who receive services.

o Peers, direct support staff, and support network membersreport that supervisor maintains confidentiality of information.

Z COMPETENCY STATEMENT

Frontline supervisors monitor turnover, recruitment success, andemployee job satisfaction and use the results to improve personalpractices.


o Supervisors summarize and report turnover rates, exitquestionnaire results, and employee survey results at leastannually to the manager..

o Direct support staff report that the supervisor has solicitedtheir input on how to address workforce issues.

IN

DSP

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DSP

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4

N

N

N

0

0

^

^



Training and Staff DevelopmentActivities

Frontline supervisors coordinate and participate in direct support staff training andinservice by orienting new staff, arranging for staff to attend training and inservicesessions, maintaining training records, and supporting ongoing staff development.


Frontline supervisors attend inservice training, participate incontinuing education, and work with their managers on thedevelopment and implementation of a supervisory developmentplan.


o Manager reviews written report from supervisor of theinservice or continuing education events or activities they haveattended.

o Supervisors initiate discussion with a manager regarding a staffdevelopment plan they have developed.


Frontline supervisors coordinate, schedule and document staffparticipation and performance in orientation and inservice trainingand completion of other alternative self-directed learning anddevelopment.


o Supervisors document direct support staff attendance attraining events and discuss the outcomes with staff.

o Staff report that their supervisor has discussed with them howthe skills learned in a training event can be used with anindividual they support.

o Manager observes frontline supervisor describing expectedlearning outcomes with staff prior to sending them to training.

o Human resources report that staff have completed all necessarytraining and documentation is completed accurately and ontime.

o Staff report that they know about and have opportunities toattend training to address priority training needs.


Frontline supervisors observe and solicit feedback from staff,consumers, and their families regarding direct support staff trainingneeds and desired opportunities.


o Staff report that their supervisor has asked them about possibletopics for future training sessions.

o Consumers and their families report that supervisors havesolicited information about possible areas of training for directsupport staff.


Frontline supervisors share resources and information with staffrelated to supports, technology, interventions and “hottest issues”for supporting the individuals served.


o In a discussion with a manager, the supervisor identifies anddiscusses different consumer support resources that they haveshared with staff.

o When asked, staff discuss how their supervisor has discussed avariety of free computer-based training resources available at alocal library.

R

DSP

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4

DSP

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4

DSP

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N

^

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o Direct support staff are aware of current issues in the field thatrelate to individuals they support.


Frontline supervisors provide orientation and answer questionsfrom new staff through a variety of formal and informalinstructional and learning activities.


o Written descriptions of routines for all shifts, and of the likesand dislikes of all individuals served, are available at each site.

o Manager reviews a curriculum outline that the supervisor hasdesigned for a staff orientation session.

o Direct support staff report that their supervisor usesstructured observations as an orientation tool.

o Direct support staff report having a chance to meet people whoreceive supports and their new coworkers before orientationand working alone at the site.

o Frontline supervisors describe how orientation practices aretailored to meet the individual learning styles and previousexperience and knowledge of new staff.


Frontline supervisors provide required training to staff regardingneeds of individuals served and in response to rules and regulations(e.g., use of glucometer, vulnerable adults, rights, emergencyprocedures, medication changes).


o Manager reviews a training checklist that documents howsupervisor has conducted training that meets the requirementsof the state licensor.

o Direct support staff report that supervisor conductstraining sessions that assist them to provide more effectiveconsumer supports.

o Training provided by supervisors is observed to incorporatestories of real people to illustrate the need for agencypolicy or a particular philosophy.


Frontline supervisors support staff in learning how to use acomputer.


o Direct support staff are observed by manager completinghousehold forms on a computer.

o Manager reviews the staff meeting minutes that documentthe supervisor’s discussion about the use of and trainingscheduled for computers.


Frontline supervisors identify potential trainers and provideresources, coaching, and opportunities for direct support stafftraining.


o In a discussion with a manager, the supervisor identifiesthree potential trainers for a possible training session anddiscusses their fees and their strengths and weaknesses.

o Training records indicate that direct support staff haveattended various training opportunities offered outside ofthe provider agency.

DSP

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DSP

�

DSP

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4

4

0

DSP

�

4

4

4

N

N

^



Public Relations

Frontline supervisors promote public relations by educating community members aboutpersons with disabilities, advocating for the rights and responsibilities of individuals withdevelopmental disabilities, developing media presentations and recruiting volunteers andcontributions.


Frontline supervisors provide education to community membersregarding people with developmental disabilities (e.g., rights,responsibilities, dispelling myths).


o Manager observes frontline supervisor providing information ordispelling myths in an appropriate and respectful manner withcommunity members.

o Community members report that the supervisor providesdirect, relevant, and concise information at communityeducation seminars.


Frontline supervisors support individuals in inviting communitymembers to learn more about the organization and the peoplewho receive services.


o Consumers report that supervisor encourages them to invitetheir family members and friends to visit and participate in theirhome’s activities.

o Community members such as neighbors, local merchants, andothers treat consumers respectfully and have attended onehouse or agency function.


Frontline supervisors recruit and mentor community volunteersand intern students.


o Student intern reports that the supervisor has provided at leasttwenty hours over three months of orientation sessions,including discussions about work roles and responsibilities.

o Frontline supervisor creates an advertisement proposed for alocal newspaper or nearby high schools, technical colleges, orcolleges that recruits volunteers in an informative and creativemanner.


Frontline supervisors collaborate and network with other serviceagencies within the community.


o Community service agency members report that supervisor isan active, informed, and compassionate member of the localhuman service advisory council.

o In a discussion with a manager, supervisors outline thecollaborative process they have used in developing a newconsumer service.


Frontline supervisors communicate with and maintain relationshipswith community vendors, landlords, and related entities.


o Community vendors and landlords report that the supervisorkeeps them well-informed and responds to their questions in atimely manner.

o Manager observes the supervisor facilitating a meeting with theConsumer/Landlord Advisory Council

R

N

N

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N

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0



Frontline supervisors assist in the development of promotionalmaterials including newsletters, newspaper articles, brochures,videos, and contacts with media.


o Manager reviews a videotape, newsletter, or newspaper articlewhich the supervisor helped to develop, that accuratelydescribes the agency’s program.

o Frontline supervisor assists in the development of an agencybrochure utilizing the input of staff and consumers.

4

N



Maintenance

Frontline supervisors coordinate and participate in home, vehicle, and personal propertymaintenance.


Frontline supervisors schedule, monitor, and arrange for (orcomplete) household maintenance tasks in accordance withroutine schedules and in response to emergency needs.


o Manager reviews the vehicle maintenance checklists thatdocument the supervisor’s scheduling and monitoring abilities.

o Direct support staff report that the supervisor completes orarranges for emergency house repairs in a timely manner.

o Manager observes the home or work site building andfurnishings to be in good repair.


Frontline supervisors get bids and estimates from outsidecontractors regarding maintenance issues and consult withorganization maintenance personnel as needed.


o Manager reviews the bids that have been requested by thefrontline supervisor for maintenance projects in the home.

o Organization maintenance personnel report that the supervisorconsults with them on a regular basis and consistentlycooperates with them.


Frontline supervisors arrange payment for needed maintenance(e.g., obtain purchase orders, submit invoices, process checkrequest, get supervisor approval).


o Manager reviews a sample of purchase orders and vendorinvoices that document the supervisor follows agency policiesand procedures in completing and executing the documents.

o Personnel from agency accounting report that frontlinesupervisor contacts them for payment of bills and invoices in atimely manner and follows agency procedures.


Frontline supervisors maintain a safe environment and coordinateservices or perform duties as needed to ensure safety (e.g., snowremoval, adequate lighting).


o Direct support staff report that the supervisor demonstratessafety procedures and monitors their performance with theseprocedures.

o Through random inspections, manager observes that the homeor day program is a safe, clean, and odor-free environment inwhich consumers and staff can live or work.


Frontline supervisors ensure basic routine household maintenancetasks are completed (e.g., lawn care, changing light bulbs, waterplants).


o Manager reviews maintenance checklists and other documentsthat indicate the supervisor monitors routine maintenance taskson a regular basis.

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o Direct support staff report they use a preventative maintenancechecklist regularly and that the supervisor reviews the list anddiscusses any issues or concerns with them.


Frontline supervisors identify maintenance responsibilities that canbe delegated to staff and provide staff with the necessaryinstructions and resources to complete the tasks.


o Direct support staff report that the supervisor delegatesspecific maintenance tasks to them and provides clearinstructions about how to perform them.

o Manager observes that the physical environment is wellmaintained and minor maintenance tasks are completed bydirect support staff as needed.

DSP

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N

DSP

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Health and Safety Issues

Frontline supervisors ensure that individuals supported are safe and living healthy livesby monitoring safety issues, coordinating, monitoring and documenting medical supports,practicing appropriate emergency procedures, responding to emergencies and promotingconsumer rights regarding health and safety issues.


Frontline supervisors identify and monitor safety issues within thephysical environment.


o Manager reviews safety logs that document the supervisormonitors home safety procedures regularly and according toagency policies and procedures.

o Manager observes frontline supervisor providing training onsafety issues in the home during or after a staff meeting.


Frontline supervisors ensure that infection control procedures areused as necessary and in accordance with policy and procedures.


o Manager observes the supervisor facilitating a discussion withconsumers and staff related in infection control.

o Manager reviews an “infection control” training curriculumwhich the supervisor helped develop in collaboration with theagency community health director.


Frontline supervisors monitor individuals for health relatedconcerns and respond by reporting issues to health professionalsand documenting as needed.


o Consumer records indicate that health-related concerns arefollowed up on a regular basis (e.g., next appointment dates arekept) and description of services indicates concerns are broughtto the attention of a doctor or other health professional.

o In a staff meeting, the supervisor leads a discussion aboutdifferent ways to identify potential consumer health concerns,how to monitor for those issues, and when it is necessary toreport concerns to the supervisor or health professional.


Frontline supervisors ensure that individuals receive routinemedical, therapeutic, and dental care; and coordinatetransportation or take individuals on related appointments.


o Manager reviews the health care log that documents thesupervisor monitors routine health care appointments anddiscusses the outcomes of those visits with consumers and staff.

o Frontline supervisor transports individuals receiving services tomedical and dental appointments when necessary.


Frontline supervisors complete psychotropic medicationmonitoring review forms as indicated.


o Manager reviews the medication monitoring logbook forindication that the supervisor reviews the psychotropicmedication monitoring forms on a regular basis and attendsscheduled appointments with the consumer.

R4

4

4

4

4

N

NN

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o In a staff meeting, the supervisor reviews the agency policies andprocedures regarding psychotropic medication monitoring anddescribes potential side effect or outcomes of using thesemedications.


Frontline supervisors locate health, dental and therapeutic servicesin local communities that will accept Medical Assistance as the solepayment option.


o In a discussion with the manager, supervisor identifies theattempts made and the results achieved with health careproviders that will accept Medical Assistance as the solepayment option.

o Individuals with disabilities or their families report thatsupervisor has provided education and discussion aroundMedical Assistance and participating providers.


Frontline supervisors obtain doctor’s orders and document ordersas needed and follow up with direct support staff regarding orders.


o Internal audits of a consumer’s program file indicate that thesupervisor obtains doctor’s orders and documents in accordwith agency procedures.

o Direct support staff describe current doctor’s orders forspecific consumers and accurately implement those orders.


Frontline supervisors document new medications to beadministered each month.


o Review of medication logbook indicates that the supervisordocuments monthly any new medications that are to beadministered to consumers

o The health care supervisor reports that the supervisor complieswith agency procedures regarding the monthly documentationof new medications to be administered for consumers.


Frontline supervisors monitor for medication errors and review asindicated with staff.


o The health care supervisor reports that the supervisormonitors for medication errors in accord with agencyprocedures and initiates discussion in supervisory staff meetingsabout ways to prevent errors.

o Direct support staff report that the supervisor reviewsmedication errors with staff personally and with staff as a wholeduring staff meetings.


Frontline supervisors provide first aid and arrange for emergencymedical appointments as needed.


o Staff report that the supervisor has administered first aid toseveral consumers and staff.

o Medical records indicate that emergency medical appointmentsare scheduled and conducted as soon as practicable.

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Frontline supervisors order medical supplies (e.g., medications,assistive devices, adult briefs), interact with pharmacies, andarrange for medications to be picked up as needed.


o Direct support staff report that the supervisor orders medicalsupplies in accord with agency policy and requests that staff pickup the medications.

o Local pharmacists report that the supervisor communicateswith them about issues or concerns and provides necessaryinformation on consumer medications.

o Direct support staff report that medical supplies andmedications are always stocked and well organized.


Frontline supervisors ensure fire and emergency drills arescheduled, completed, and documented as required by agencypolicies and procedures.


o Manager reviews documents that indicate the supervisorconducts fire and emergency drill and provides documentationof the drills in accord with policies.

o In a staff meeting, supervisor discusses policies and proceduresrelated to fire and emergency drills, and facilitates discussionaround how to improve staff performance in this area.


Frontline supervisors support people who are ill by monitoringsigns and symptoms, implementing treatments and providingreassurance and nurturing.


o Manager observes supervisor providing treatments withconsumers in accord with agency policies and procedures.

o Consumers and their families report that the supervisor talkswith and provides emotional and physical support to consumerswhen they are ill.


Frontline supervisors administer, or ensure that direct support staffadminister, medications and treatments as prescribed and inaccordance with agency policies and procedures.


o Manager reviews documents that indicate that the supervisoradministers medications as prescribed and in accord withagency policies.

o Agency health care professional observes supervisoradministering medications as prescribed and in accord withagency policies and procedures.


Frontline supervisors obtain consent for medical interventions,procedures and medications from the individual’s legal guardian.


o In a discussion with a manager, the supervisor discusses theprocess used in obtaining legal consent for a medical treatment.

o Legal guardians report that the supervisor discusses healthcareoptions and obtains consent for a health care treatment priorto medical procedures.

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o Written consents are present in individual consumer fileswherever needed.


Frontline supervisors involve consumers in their health care plansby educating and offering choice to individuals regarding treatmentoptions.


o Consumers report that supervisor meets with them to discusscurrent treatments, to ask what options they suggest, and talkabout their rights and responsibilities related to these choices.

o Manager observes supervisor leading a discussion with severalconsumers about their choices, rights and responsibilities, andthe pros and cons of health care treatments.


Frontline supervisors ensure that individuals served and theirfamily members understand suggested medical interventions,procedure, or medications.


o Consumers and their families report that the supervisorexplains the medical procedure and the reason for theprocedure, encourages and responds to questions, and keeps allparties updated.

o In a staff meeting, staff report that the supervisor facilitatesdiscussion around the rationale for and different approaches toinvolve consumers and their families in understandingrecommended health care treatments.

R COMPETENCY STATEMENT

Frontline supervisors discuss and review menus with dietitians,ensuring that adequate substitutions are available to support thedesires and needs of all people who receive services.


o Agency nutritionist reports that supervisor initiates discussionabout menus, the preferences of consumers, how to balancenutritional needs with consumer desires, and requests thatnutritionist speak informally with consumers.

o Consumers report that the supervisors ask about theirpreferences for meals and snacks and encourage them to sharedesires with staff.

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Financial Activities

Frontline supervisors ensure fiscal responsibility and management by supportingindividuals with banking and other financial maintenance agreements; developing,managing, and implementing household budgets; developing contracts for services withoutside vendors, and completing audits of household and consumer finances.


Frontline supervisors support direct support staff or individualsserved in preparing bank transactions (e.g., deposits, transfers,withdrawals) for the program location and individuals served.


o Direct support staff report that the supervisor discusses andencourages staff to work closely with local banks regarding bankstatements, deposits, and withdrawals for program accounts.

o Consumers report that the supervisor explains anddemonstrates how to make bank deposits and withdrawals andmaintain a checkbook, responds to questions, and accompaniesthem to the bank.

o Consumer and program items and resources are secure andprotected from exploitation, abuse, and theft.


Frontline supervisors prepare and review budget reports (e.g.,monthly, quarterly, annual).


o Manager reviews budget reports prepared by supervisor thatare in accord with agency procedures, are accurate, and arecompleted in a timely manner.

o Supervisors discuss with manager the content of budget reportsand indicates they understand the importance of the report andwhat changes need to be made.


Frontline supervisors monitor, approve, and arrange for payment ofhousehold bills.


o Direct support staff report that the supervisor works withthem on approval, timing, accuracy, and proper payment ofhousehold bills.

o The agency’s financial director reports that the supervisormakes payments of household bills in accord with agency policy.

o Manager reviews household financial account books thatdocument that the supervisor approves, monitors, and arrangesfor payment of household bills.


Frontline supervisors ensure consumer bills are paid in a timelymanner.


o Community vendors report that consumer invoices areresponded to in a timely manner.

o Direct support staff report that supervisor reviews what andwhen consumer bills need to be paid and discusses any issues orconcerns with the staff.

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Frontline supervisors budget, manage, monitor, and replenish pettycash accounts.


o Manager reviews the petty cash account that documents thatthe supervisor utilizes and monitors the account according toagency policies and procedures.

o Direct support staff report that the supervisor seeks input onthe use and management of the petty cash account.


Frontline supervisors complete and approve expensereimbursement requests made by staff.


o Direct support staff report that the supervisor reviews staffrequests with them, approves if completed appropriately, andmeet agency procedures and guidelines.

o Manager reviews documents that indicate the supervisor followsagency policies and procedures in regard to completing andapproving staff expense reimbursement requests.


Frontline supervisors assist in establishing new per diem rates forindividuals served.


o County Social Service agency reports that supervisor providesinput into the development of new consumer per diem rates.

o Manager reviews the draft of a proposal for new consumer perdiem rates that the supervisor or manager will present at thenext social service meeting.


Frontline supervisors ensure that Medical Assistance, SSI and otherrelated government benefits are current for individuals served.


o Manager reviews consumer records that indicate the supervisorregularly documents receipt of government benefits.

o Families or legal guardians of consumers report that theyreceive updated information about government benefits of theirfamily member.

o Frontline supervisor describes all of the sources of income foreach individual served (referring to documentation as needed).


Frontline supervisors complete agency asset and depreciationinventories.


o Manager reviews financial documents that show the supervisorcompletes agency financial inventories accurately, in a timelymanner, and according to agency policies and governmentregulations.

o Agency financial manager reports that supervisor consults aboutthe proper completion of asset and depreciation inventories.

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Scheduling and Payroll

Frontline supervisors ensure staff are scheduled, paid, and receive time off whenrequested.


Frontline supervisors develop staff schedules within budgetarylimitations, under union or agency policies and rules, and inresponse to consumer needs.


o Manager review of schedule indicates that it is posted in atimely manner, within budgetary limitations, and adheres topolicies and procedures.

o Direct support staff report that the schedule is posted in atimely manner, is clear, and is reflective of agency and unionpolicies.

o Consumers and their family members report that there is staffscheduled at times when they need support.


Frontline supervisors solicit and approve staff time cards.


o Manager review of time cards indicates supervisors routinelyinitial and approve staff cards in a timely manner.

o Payroll administrators report to managers that supervisorsconsistently submit approved time cards in a timely manner.


Frontline supervisors approve staff leave (e.g., vacation, sick,personal).


o Direct support staff report that supervisors respond tovacation, sick, and leave requests in a timely manner andaccording to agency policy and procedures.

o Staff satisfaction surveys and exit interviews indicate thesupervisor responds to vacation, sick, and leave requests in atimely manner and according to agency policy and procedures.


Frontline supervisors secure staff to fill-in when vacancies occurdue to staff illness, resignation, vacation etc.


o Manager review of time cards and schedules indicate that whenvacancies occurred in a schedule they were filled by anotherstaff person or the supervisor.

o Consumers and families report that vacancies are filled whenregular staff call in sick, are on vacation, or are taking leave.

o Payroll records indicate that allotted staffing hours have beenfilled.

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Coordinating Vocational Supports

Frontline supervisors coordinate vocational training and opportunities for consumersthrough advocacy, supporting people in completing daily job tasks, assisting individuals inmeeting quality standards, finding and developing community jobs for people andcommunicating as needed with other support agencies regarding vocational relatedissues.


Frontline supervisors develop new jobs and procure new work forindividuals who work in community businesses or who receivesupports in day training and habilitation programs.


o Consumers earn regular paychecks.

o Consumers are working in community businesses.

o Consumers are busy during the day completing work tasks anddo not have idle time.


Frontline supervisors oversee the training of individuals on how tocomplete job tasks.


o Manager observe supervisors interacting with and providingfeedback to direct support staff or consumers on the necessarysteps for the completion of job tasks.

o Managers review protocols that are developed for eachindividual and for each job task that indicate how the task is tobe completed.

o Supervisors develop means of demonstrating to manager howthey train individuals to complete specific work tasks (e.g., video,task analyses)


Frontline supervisors oversee the support of individuals in creatingan effective work load and schedule based on their individualpreferences and needs.


o Consumers and their family members report satisfaction withthe consumer’s work load and work schedules.

o Support network members report that individuals served arereceiving desired vocational support services based on theirneeds, preferences, and availability.


Frontline supervisors provide quality assurance checks for workcompleted by individuals supported.


o Employers report positive performance observations regardingindividuals supported in vocational services.

o Contracting agencies report satisfaction with the quality of thework completed by the vocational program.

o Manager observes routine quality checks performed bysupervisor.


Frontline supervisors ensure that Department of Labor Standardsare met in all work settings where individuals receive supports.


o Direct support staff report or demonstrate competencyregarding Department of Labor Standards.

o Supervisors describe for the manager a time they addressedconcerns about how Department of Labor Standards werebeing implemented.

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Coordinating Policies, Proceduresand Rule Compliance

Frontline supervisors understand and implement current state licensing rules andregulations, agency policies and practices, and protection of individual consumer rights.


Frontline supervisors complete vulnerable adult investigations andfollow through on reporting procedures as required by agencypolicy and state law.

o Manager review of vulnerable adult reports indicate thatsupervisor provided follow through in accordance with agencypolicy and procedure and state rules and regulations.

o Supervisor reports to manager in verbal discussion or narrativewritten document a description of one vulnerable adultsituation, how it was handled by the supervisor and the variousdilemmas and issues faced by the supervisor in that situation.


Frontline supervisors have current information and knowledgeregarding all state rules and regulations, and agency policies andprocedures.

o In conversation with manager supervisor engages in discussionregarding polices and procedures as identified by the manager.

o Supervisor passes quiz regarding agency policies andprocedures.


Frontline supervisors write, review and update agency policies andprocedures in response to licensing reviews, changes in rules andregulations, and consumer needs.

o Supervisor reports to manager a change in an agency policy orprocedure needed due to consumer issues, needs, andpreferences.

o Supervisors illustrate one example in which they had ademonstrated role in modifying an existing or developing a newpolicy or procedures.


Frontline supervisors ensure compliance with state rules,regulations, and laws as well as agency policies and procedures.

o Performance on licensing reviews and audits is good andindicates compliance.

o Direct support staff report that the supervisor writes andimplements agency procedures in response to state rules,regulations, or laws.


Frontline supervisors participate in and respond to issues identifiedin licensing reviews, audits, and quality assurance monitoringactivities.

o Supervisors discuss with manager at least one example in whichthey have responded to concerns identified in licensing reviews,audits and quality assurance monitoring methods.

o Supervisors discuss with manager issues identified in lastlicensing review, audit, or quality assurance review and theirroles and responsibilities in that process.

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Frontline supervisors ensure the input of consumers and theirfamilies in the development of agency policies and procedures aswell as federal and state rules and laws.

o Consumers and families report that the supervisor sought theirinput in the development of a new procedure or policy.

o Supervisor provides manager with description of ways in whichinput from consumers and family members was sought prior tothe development of a new agency procedure or policy.

o Manager reviews the results of a survey for consumers andfamily members in which their input was sought regarding a newagency policy or procedure.

0

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Office Work

Frontline supervisors communicate effectively in writing and via the telephone, completevarious office tasks and utilize the computer effectively for word processing, developingspread sheets, and managing databases.


Frontline supervisors answer the telephone and return phone callspromptly when messages are left.

o Supervisors share with managers their system for taking andresponding to phone messages. This system indicates the dateand time when a call came in and when the supervisor returnedthe call.

o Family members, consumers, community members and supportnetwork members indicate that the supervisor returns callspromptly.

o Consumer and family satisfaction surveys indicate that phonecalls are returned promptly.


Frontline supervisors monitor and respond promptly to messageson answering machines, pagers, and voice mail.

o Supervisors share with managers their system for taking andresponding to phone messages. This system indicates the dateand time when a call came in and when the supervisor returnedthe call.

o Family members, consumers, community members, and supportnetwork members indicate that the supervisor returns callspromptly.

o Consumer and family satisfaction surveys indicate that phonecalls are returned promptly.

o Staff satisfaction surveys indicate that phone calls are returnedpromptly.


Frontline supervisors read and respond promptly to mail and e-mail.

o Supervisors share with managers their system for reading andresponding promptly to mail and e-mail. This system indicatesthe date and time when a mail or e-mail came in and when thesupervisor followed up as necessary regarding that piece of mailor e-mail.

o Family members, consumers, community members and supportnetwork members indicate that the supervisor responds to mailor e-mail requests promptly.

o Consumer and family satisfaction surveys indicate that requestmade of supervisors via mail and e-mail are responded topromptly.


Frontline supervisors write memos and reports concisely usingappropriate grammar, spelling, and formats.

o Manager review of correspondence written by supervisorindicates that it is concise and communicates a clear message.


Frontline supervisors use the computer for word processing,database management, and creation of spread sheets.

o Supervisor demonstrates to manager skills in using computer byproviding examples of work completed on word processing,database, and spread sheet software.

o In discussion with manager, supervisors indicates how they usethe computer to increase effectiveness in their daily work.

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Frontline supervisors effectively complete various office tasks (e.g.,copying, filing, typing).

o Consumer and personnel files have complete information inthem.

o Supervisors discusses their process for keeping files currentwith manager.

References

Jaskulski, T. & Ebenstein, W.E. (1996). Opportunities For Excellence:Supporting the Frontline Workforce. Washington D.C.: President’sCommittee on Mental Retardation, Administration for Children andFamilies, U.S. Department of Health and Human Services, U.S.Government Printing Office.

Larson, S., Lakin, K.C. & Bruininks, R. (1998). Staff Recruitment andRetention: Study Results and Intervention Strategies. Washington DC:American Association on Mental Retardation.

Larson, S.A., Hewitt, A. & Anderson, L. (in press). Staff RecruitmentChallenges and Interventions in Agencies Supporting People withDevelopmental Disabilities. Mental Retardation.

Minnesota State Technical College Task Force (1993). EducationalOpportunities for Developmental Disabilities Service Providers. St. Paul,MN: Minnesota Governor’s Planning Council on DevelopmentalDisabilities.

Prouty, R.W. & Lakin, K.C. (Eds.). (1998). Residential Services for Personswith Developmental Disabilities: Status and Trends Through 1997.Minneapolis: University of Minnesota, Research and training Centeron Community Living, Institute on Community Integration.

Taylor, M., Bradley, V., & Warren, R. (1996). The Community support skillstandards: Tools for Managing Change and Achieving Outcomes.Cambridge, MA: Human Services Research Institute.

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Employee Name

Broad Competency Area (Number) _______

Competency Statement (Letter) _______

Supervisor/Trainer

Location Date

Score for this sheet: _________Performance Checklist

The sheets that follow can be duplicated and used as a scoring instrument forfrontline supervisors. Use the key below to enter a score of 1 – 5 for each of theperformance indicators measured.

1 Cannot do/doesn’t know2 Aware – initial practice3 Performs – needs supervision4 Performs – does independently5 Applies skills – can teach others

Performance Indicator (number/description) Score

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________


___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

Employee Name

Broad Competency Area (Number) _______

Competency Statement (Letter) _______

Supervisor/Trainer

Location Date

Score for this sheet: _________Performance Checklist

The sheets that follow can be duplicated and used as scoring instrument forfrontline supervisors. Use the key below to enter a score of 1 – 5 for each of theperformance indicators measured.

1 Cannot do/doesn’t know2 Aware – initial practice3 Performs – needs supervision4 Performs – does independently5 Applies skills – can teach others


___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________


___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

___ _______________________________________ 1 2 3 4 5

_______________________________________

_______________________________________

_______________________________________

1. Staff Relations

A (5) score: _____ of 25B (3) score: _____ of 15C (3) score: _____ of 15D (3) score: _____ of 15E (2) score: _____ of 10F (2) score: _____ of 10G (2) score: _____ of 10H (2) score: _____ of 10

(22) Total: _____ of 110 Percentage score: ______

2. Direct Support

A (2) score: _____ of 10B (3) score: _____ of 15C (3) score: _____ of 15D (3) score: _____ of 15E (2) score: _____ of 10F (2) score: _____ of 10G (3) score: _____ of 15H (2) score: _____ of 10I (3) score: _____ of 15J (2) score: _____ of 10K (2) score: _____ of 10L (2) score: _____ of 10M (3) score: _____ of 15N (3) score: _____ of 15


3. Facilitating and Supporting Consumer Support Networks

A (4) score: _____ of 20B (4) score: _____ of 20C (2) score: _____ of 10D (2) score: _____ of 10E (2) score: _____ of 10F (3) score: _____ of 15G (2) score: _____ of 10H (3) score: _____ of 15I (2) score: _____ of 10


4. Program Planning and Monitoring

A (3) score: _____ of 15B (2) score: _____ of 10C (2) score: _____ of 10D (3) score: _____ of 15E (2) score: _____ of 10F (3) score: _____ of 15G (2) score: _____ of 10H (3) score: _____ of 15I (2) score: _____ of 10J (2) score: _____ of 10K (2) score: _____ of 10L (2) score: _____ of 10M (2) score: _____ of 10N (4) score: _____ of 20O (3) score: _____ of 15P (2) score: _____ of 10Q (3) score: _____ of 15


Employee Name

Supervisor/Trainer Date

Performance Checklist - Tabulation of Scores

Use this sheet to tabulate scores for each area from the Performance Checklist.Enter the score for each competency area in the blank provided. Divide thesupervisor’s score by the total possible score for a percentage score.

5. Personnel Management

A (2) score: _____ of 10B (4) score: _____ of 20C (2) score: _____ of 10D (2) score: _____ of 10E (3) score: _____ of 15F (1) score: _____ of 5G (2) score: _____ of 10H (3) score: _____ of 15I (3) score: _____ of 15J (2) score: _____ of 10K (3) score: _____ of 15L (2) score: _____ of 10M (2) score: _____ of 10N (3) score: _____ of 15O (2) score: _____ of 10P (2) score: _____ of 10Q (3) score: _____ of 15R (2) score: _____ of 10S (2) score: _____ of 10T (3) score: _____ of 15U (1) score: _____ of 5V (2) score: _____ of 10W (2) score: _____ of 10X (2) score: _____ of 10Y (2) score: _____ of 10Z (2) score: _____ of 10


6. Training and Staff Development Activities

A (2) score: _____ of 10B (5) score: _____ of 25C (2) score: _____ of 10D (3) score: _____ of 15E (5) score: _____ of 25F (3) score: _____ of 15G (2) score: _____ of 10H (2) score: _____ of 10


7. Public Relations

A (2) score: _____ of 10B (2) score: _____ of 10C (2) score: _____ of 10D (2) score: _____ of 10E (2) score: _____ of 10F (2) score: _____ of 10


8. Maintenance



Employee Name




9. Health and Safety Issues

A (2) score: _____ of 10B (4) score: _____ of 20C (2) score: _____ of 10D (2) score: _____ of 10E (3) score: _____ of 15F (1) score: _____ of 5G (2) score: _____ of 10H (3) score: _____ of 15I (3) score: _____ of 15J (2) score: _____ of 10K (3) score: _____ of 15L (2) score: _____ of 10M (2) score: _____ of 10N (3) score: _____ of 15O (2) score: _____ of 10P (2) score: _____ of 10Q (3) score: _____ of 15R (2) score: _____ of 10


10. Financial Activities

A (3) score: _____ of 15B (2) score: _____ of 10C (3) score: _____ of 15D (2) score: _____ of 10E (2) score: _____ of 10F (2) score: _____ of 10G (2) score: _____ of 10H (3) score: _____ of 15I (2) score: _____ of 10


11. Scheduling and Payroll

A (3) score: _____ of 15B (2) score: _____ of 10C (2) score: _____ of 10D (3) score: _____ of 15


12. Coordinating Vocational Supports

A (3) score: _____ of 15B (3) score: _____ of 15C (2) score: _____ of 10D (3) score: _____ of 15E (2) score: _____ of 10


Employee Name




13. Coordinating Policies, Procedures and Rule Compliance



14. Office Work



Employee Name


Tabulation of Scores


Competency Statements/Percentage Scores/Priority

1 ______ ______

2 ______ ______

3 ______ ______

4 ______ ______

5 ______ ______

6 ______ ______

7 ______ ______

8 ______ ______

9 ______ ______

10 ______ ______

11 ______ ______

12 ______ ______

13 ______ ______

14 ______ ______

Training Priorities

Sort the percentage scores from lowest to highest, and number them from 1 – 12below. The lowest percentage scores should receive the highest priority inassessment, training, or performance reviews.

___ Staff Relations (1)

Frontline supervisors enhance staff relations by using effective communication skills, encouraginggrowth and self-development, facilitating teamwork, employing conflict resolution skills, andproviding adequate supports to staff.

___ Direct Support (2)

Frontline supervisors provide direct supports to individuals with disabilities and role model suchsupports to direct support staff by assisting with living skills, communicating and interacting withindividuals served, facilitating community inclusion, maintaining an appropriate physical environment,providing transportation, maintaining finances, developing behavioral supports and demonstratingthe importance of consumers becoming active citizens in their neighborhoods and localcommunities.

___ Facilitating and Supporting Consumer Support Networks (3)

Frontline supervisors facilitate and support the development and maintenance of consumersupport networks through outreach to family members, community members, and professionalsand through coordination of personal planning sessions in collaboration with the individual served.

___ Program Planning and Monitoring (4)

Frontline supervisors oversee program planning and monitoring by planning and developingindividual goals and outcomes with consumers, coordinating and participating in support networkmeetings, monitoring, documenting and reporting progress toward meeting outcomes, andcommunicating with other service agencies.

___ Personnel Management (5)

Frontline supervisors coordinate personnel management by hiring new staff, conductingperformance reviews, facilitating team work and staff meetings, creating job descriptions, delegatingtasks and responsibilities, encouraging effective communication, defusing crises and conflictsbetween staff, and implementing grievance and formal contract procedures.

___ Training and Staff Development Activities (6)

Frontline supervisors coordinate and participate in direct support staff training and inservice byorienting new staff, arranging for staff to attend training and inservice sessions, maintaining trainingrecords, and supporting ongoing staff development.

___ Public Relations (7)

Frontline supervisors promote public relations by educating community members about personswith disabilities, advocating for the rights and responsibilities of individuals with developmentaldisabilities, developing media presentations and recruiting volunteers and contributions.

___ Maintenance (8)

Frontline supervisors coordinate and participate in home, vehicle, and personal propertymaintenance.

___ Health and Safety Issues (9)

Frontline supervisors ensure that individuals supported are safe and living healthy lives bymonitoring safety issues, coordinating, monitoring and documenting medical supports, practicingappropriate emergency procedures, responding to emergencies and promoting consumer rightsregarding health and safety issues.

___ Financial Activities (10)

Frontline supervisors ensure fiscal responsibility and management by supporting individuals withbanking and other financial maintenance agreements; developing, managing, and implementinghousehold budgets; developing contracts for services with outside vendors, and completing auditsof household and consumer finances.

___ Scheduling and Payroll (11)

Frontline supervisors ensure staff are scheduled, paid, and receive time off when requested.

___ Coordinating Vocational Supports (12)

Frontline supervisors coordinate vocational training and opportunities for consumers throughadvocacy, supporting people in completing daily job tasks, assisting individuals in meeting qualitystandards, finding and developing community jobs for people and communicating as needed withother support agencies regarding vocational related issues.

___ Coordinating Policies, Procedures and Rule Compliance (13)

Frontline supervisors understand and implement current state licensing rules and regulations,agency policies and practices, and protection of individual consumer rights.

___ Office Work (14)

Frontline supervisors communicate effectively in writing and via the telephone, complete variousoffice tasks and utilize the computer effectively for word processing, developing spread sheets, andmanaging databases.

Employee Name
